Pages: 1-14

Scientific literacy is currently one of the main purposes of science education. Science education reform efforts provide rich, comprehensive and explicit messages, ideas suggestions with teachers to promote scientific literacy through student-centered and inquiry-based instructional implementations. However, systemic change that reform aims to achieve yet to come through as most of the science teachers are still using teacher-centered lecture style science teaching rather than implementing reform initiatives. The purpose of this paper is an attempt to shed light on the existing literature to understand why science teachers would not employ reform initiatives in their classrooms. Teacher self-efficacy and pedagogical discontentment are selected to be the target constructs that the interactions between them hold promises to explore teacher averseness to reform. 130 science teachers working in public middle schools located in northern Turkey were participated in this study. The findings derived from this research provided several key interactions between self-efficacy beliefs and pedagogical discontentment in terms of the participating teachers’ openness toward science education reform in Turkey. Methodological implications were also embraced.

Pages: 15-25

The present article looks into the psychometric properties of the Revised Youth Purpose Survey
(RYPS) in the case of a group of Romanian students emerging adults (N = 500). RYPS is a ten‐item
scale made of two sub‐scales which measure Purpose Exploration (4 items) and Purpose
Commitment (6 items). Confirmatory factorial analysis indicated an adequate fit of a two‐factor
model (GFI = .96; AGFI = .94; RMSEA = .057). This structure was confirmed and it was invariant for
gender. Cronbachʹs alpha coefficients show good internal consistency: .87 (Purpose Exploration
subscale) and .77 (Purpose Commitment subscale). The correlations of both scales of RYPS with
validation measures of psychological and subjective well‐being and of identity orientations were
positive, indicating good convergent validity. The study validated the conceptual vision of the
authors of the instruments in a previously unstudied cultural context.

Pages: 26-34

The aim of this study was to investigate the leisure constraints perceived by the university students according to the level of smartphone addiction. In the study, in order to determine the constraints faced by the participants Leisure Constraints Scale developed by Alexandris and Carroll (1997), adapted to Turkish by Gürbüz, Öncü, and Emir (2012) and in order to determine the level of smartphone addiction, Smartphone Addiction Scale developed by Kwon et al. (2013) and adapted to Turkish by Noyan et al. (2015), was used. Conventional sampling method was preferred for sample selection and face-to-face survey method was used for data collection. In the analysis of the obtained data, descriptive statistics, Independent Sample t-test, One-way ANOVA, Chi-square, Hierarchical and non-hierarchical clustering analysis were used. A total of 1298 volunteers participated in the study: 676 males (52.1%) and 622 females (47.9%). According to the results of the study, it was determined that there was a statistically significant difference in the subscales of leisure constraints in terms of individual psychology, lack of knowledge, lack of friends, lack of time and interest according to smartphone addiction levels. As a result; It was determined that the high-level smartphones addicted students perceived a high level of leisure constraints than the university students who had a low level of addictions.

Pages: 35-50

This study examined the relationship of sociodemographic characteristics and Facebook usage to the depression level of college students. A total of 347 respondents were purposively selected and completed a self-administered questionnaire. Results showed that: sex has a weak positive association with depression level (r=0.0962); age did not vary much across depression level; there is a moderate positive association between sexual orientation and depression level (r= 0.2794); socioeconomic status has an inverse relationship with depression level (r= -0.2126); and relationship status has a moderate positive association with depression level (r= 1.365). Further, there is a moderate positive association between the number of minutes spent on Facebook and depression level (r= 0.4229); there is a weak positive association between frequency of Facebook visits and depression level (r= 0.3052); and Facebook activities are positively correlated to depression. Young social media users are encouraged to use it moderately to avoid negative mental health outcomes.

Pages: 51-58

The aim of this study is to investigate internet parental styles of high school students in terms of gender, grade and parental warning. The sample of the study consists of high school students, who were selected through convenience sampling method, studying in the city of Sakarya. In this study, Ayas and Horzum (2013), the Turkish version of ‘’Internet Parental Style Scale’’, was used. The scale was developed in Dutch by Rooij and Eijden (2007) and translated into English by Valcke et al. (2010). The scale has two sub-dimensions: family control and family intimacy. The findings of the study revealed that internet parental styles of high school students differed according to gender and grade, but it did not show a significant difference according to the parental warning.

Pages: 59-65

Role-play is commonly used as a learning method for teaching communication in medical institutions and there two types of role-play i.e. Round Robin and Relay`s methods. This study among our students and trainers to identify which role-play has better effect on students learning at college of Medicine, King Faisal University, Al Ahsa. All the first year students and trainers were included in the study. Students are divided into different groups and each group contains 9 – 11 students. Different scenarios are provided to the students with each physician and patient role. A pre-structured questionnaire was distributed among students and trainers to compare between the Role-play methods. The questionnaire included 15 statements related to the role-play methods based on Likert scale. Wilcoxon signed-rank test was applied to compare different items for both methods and to obtain p-value. The results showed that 221 students and 25 trainers filled the questionnaire. The Round Robin was found to have more influence on students` perception as compared to that for Relay`s except for item 4 i.e. role-play builds a team work where majority of participants agreed for Relay`s method. Similar results were found while checking perception of trainers. The results of statistical test for comparing both methods suggest that there is a significant difference in Round Robin and Relay`s method for most of the questions P- value < 0.05. We found that both methods of role-play used in communication skills sessions are helpful however, Round robin method has better outcome on learning as compared to Relay`s method

Pages: 66-76

Mobile learning (M-learning) as a technology teaching has significant potential to improve student application and comprehension skills. The rapid development of the Internet and the resulting trends applying information available on the Internet have changed the nature of learning and learning behavior patterns of tertiary students. However, insufficient theoretical and empirical research on the effect of M-learning on learning attitude and M-learning effectiveness has been conducted for achieving any reliable understanding of the use of M-learning by tertiary students. This, study was therefore based on the theory of planned behavior, and combined the technology acceptance model and the structural equation model (SEM); it involved 892 tertiary student participants, and developed an empirical research model. The study found that in terms of M-learning acceptance, tertiary students have a positive evaluation and perception of using M-learning, with perceived enjoyment being the most significant factor. In addition, the impact of perceived innovation was significant in helping teachers understand students’ learning outcomes. The teaching material of learning motivations was also significant, indicating that current tertiary students are more likely to value their friends as sources of information. External influences on self-efficacy were also significant, suggesting that teachers must consider the ability of M-learning technology, with particular attention paid to students’ competency with the technology itself, as difficulty of use will reduce students’ willingness to use M-learning.

Pages: 77-86

In the current study, the relationships between Aggression, Self-compassion and Sleep Quality of high school students have been examined. 529 high school students (66% females and 34% males) participated in the study. Data were collected from participants through using a Pittsburgh Sleep Quality Index (PSQI), Aggression Questionnaire (AQ), Self-Compassion Scale (SCS), and Descriptive Questionnaire. The predictors of aggressiveness of the variables determined by simple correlation were investigated by multiple linear regression. According to the results, there was a positive and significant relationship between aggression levels and all sub-dimensions of self-compassion and sleep quality. In addition, it was observed that the levels of aggressiveness were significantly predicted by the sub-dimensions of self-compassion and sleep quality, and that the first three most effective predictive variables were over-identification, self-judgment and sleep quality.

We would like to inform you that 2nd issue of the 6th volume of The International Journal of Psychology and Educational Studies (IJPES) has been published. This journal serves as a platform for presenting and discussing the emerging issues on psychology and education for readers. In this issue, IJPES published has 8 articles. Many thanks to all contributors. We also cordially invite you to read are 2nd issue of 2019 IJPES. International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and educational sciences. The journal is published online three times in a year. The article being submitted should be written in English. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the education field and psychology. IJPES welcomes articles from different institutions and countries. IJPES is supported by Educational Researches and Publications Association (ERPA).

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International Journal of Psychology and Educational Studies (IJPES) is an international, peer-reviewed, non-profit, Professional scientific journal. IJPES is a journal that accepts manuscripts related to psychology and education. The journal is published online three times in a year. IJPES publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the psychology and education field. IJPES welcomes articles from different institutions and countries.